ABSTRACTThis paper examines the current status of 3D modelling of cultural heritage objects in Australian universities, focusing on how these models are being integrated into object-based learning practices. It discusses the different approaches taken by major universities, explores the motivations behind digitisation projects, and considers the benefits and challenges they present. The paper provides an overview of various digitisation techniques and the separate metadata recording practices that have been developed. It argues for the use of digital surrogates in object-based learning and research while also identifying key challenges that are limiting the potential of cultural heritage 3D modelling. These include the ad hoc nature of digitisation projects, inconsistent funding, and a lack of standardisation in data management and metadata practices. The paper emphasises the importance of long-term planning and collaboration both within and between universities to develop skills, standards, and shared resources. Keywords: Photogrammetry, structured light scanning, 3D modelling, pedagogy, object-based learning, OBL, archaeology, higher education, online teaching